Literacy In Africa Literacy is the key to economic, social and political development and progress. Unfortunately, the western world takes basic education for granted whereas developing countries suffer the consequences for being illiterate. Basic literacy such as “safe-sex campaigns, family planning and basic hygiene messages” can make a huge difference in their lifestyle (The Long Road to Literacy in Africa, 2002). “Four out of ten Africans cannot read or write” is a fact of life (The Long Road to Literacy in Africa, 2002). This accounts for 136 million people being illiterate in one continent alone (The Long Road to Literacy in Africa, 2002). An example of extreme illiteracy that takes place today is that many people cannot read medicine boxes and as a result die from self-medication (The Long Road to Literacy in Africa, 2002). With such a large population, a growing agriculture industry and the high amounts of disease, literacy in Africa is a must. Yet many people within Africa do not want women education rates to increase as it takes away from societal norms and disrespects traditional roles.
It is worth noting that African women have always played a part in their labour force whether in the agricultural, economic or trade sector (Doyle).Women are responsible for domestic duties such as” look[ing] after the house, bring[ing] up children, and cater[ing] to their husband's needs” (Doyle). Additionally, they are supposed to be able to provide materially for their own children (Doyle). An example of this is that “school fees are paid by their mothers” (Africa’s Women Speak Out, 2005).
Seeing that women are active participants in their economy but not well-educated, allows educated individuals to take advantage of them. The major issue arises when rural farmers, usually women, sell their products at a low price to managers from the city and other parts of the world, because they do not know better (The Long Road to Literacy in Africa, 2002). Undoubtedly, the literacy rate in other parts of the world and urban areas in Africa are much higher than the rural areas. This causes for these ‘outsiders’ to come in and exploit the illiterate population by paying them less than their worth (The Long Road to Literacy in Africa, 2002). Forum for African Women Educationalists (FAWE, 2009) is a non-government organization that promotes women’s education (FAWE, 2009). In addition to handing out scholarships, encouraging the sciences, mathematics and technology-based subjects, they also teach essential skills that allow for “academic and social development” (Demonstrative Interventions, 2009). FAWE alone helps women to learn about effective communication skills and methods which is very important to facilitate business (Demonstrative Interventions, 2009). Women can now learn about finance and the different markets in the world. They can also get to learn more about the industry they are in, the market value for these products and accordingly sell their products (Demonstrative Interventions, 2009). Therefore, education causes a higher level of awareness, and in this case women can support their family in a better manner by charging an acceptable price for their products which will help improve their quality of life.
In 2007 it was estimated that close to 22.2 million people were infected with HIV in Africa, making education, specifically on health and safety a necessity (World Wide HIV & AIDS Statistics, 2008). Additionally, over 15 million people have died from this disease in the past and the death toll in 2007 alone was 1.5 million (World Wide HIV & AIDS Statistics, 2008). Until today, newly born children and adults are infected by this disease on a daily basis (World Wide HIV & AIDS Statistics, 2008). Many organizations such as Sexuality Information and Education Council of the United States (SIECUS) have educated African citizens about issues such as abstinence, celibacy, having fewer sexual partners, and using a condom or birth control pills (Robinson, 2002). These concepts are at times hard to grasp and accept, as they are new to society. Even though this does not help those already infected with the disease, it surely reinforces a brighter future for generations to come.
AIDS has caused a huge demand for healthcare specialists and professionals. Unfortunately, in Botswana, 17% of all healthcare professionals lost their lives to AIDS within a six year span (The Impact of HIV & AIDS on Africa, 2008). Ironically, Africa needing a great amount of medical assistance struggles to recruit healthcare professionals (The Impact of HIV & AIDS on Africa, 2008). The U.S. Doctors for Africa is an organization that sends healthcare professionals, supplies and equipment from the United States to Africa to help those in need (Guiding Principles, 2008). The best part about this is that healthcare workers in Africa are exposed to new equipment and learn how to use them effectively (Guiding Principles, 2008). Although this learning experience is not through or within an institution, their knowledge and practical experience is valid as they can help save many lives.
Education can also foster income, which is necessary for those who are infected by HIV as medical care is extremely expensive. The average person spends U.S. $10 on heath care per year whereas a person infected with HIV spends U.S. $30 (The Impact of HIV & AIDS on Africa, 2008). This difference, of U.S. $20, for many is the difference between life and death. Many people cut down on basic needs such as food, and electricity to pay for medical care whereas others die early after being infected as they cannot afford to pay (The Impact of HIV & AIDS on Africa, 2008). With education, jobs, however low paying they are, can still bring in income, which can help reduce the burden of worrying about medical payments. While education can help many different parts of the health sector, the most important fact is that “education can help the fight against AIDS” which in turn will save millions of lives (The Impact of HIV & AIDS on Africa, 2008).
Africa being one of the many developing countries in the world, adapts to change very slowly. One of the main reasons for this is that everyone is not very accepting of change. Brooke McKean in her article, Oprah’s School Misses the Point, conveys the fact that “[e]conometric studies have found that child labour actually provides greater returns to the child and family than education in the short run” (McKean, 2007). This perspective amongst some African communities is one of the main reasons why education is not seen as an essential part of life. Since most jobs consist mainly of physical labour in the agricultural sector, owners rather make use of their own family members (especially children due to their high stamina) to complete the tasks instead of hiring others. This directly saves costs, and does not allocate time for their children to attend school. This idea of child labour instilled in the community does not allow for children to get educated.
Additionally, the older generation still emphasizes that the “father goes to work while mother stays home and cooks, to children in primary school” (Africa’s Women Speak Out, 2005). The fact that children are attending primary school is a positive movement but when this idea of “men can and women can’t” gets embedded into their minds, women’s education lifecycle is stunted (Africa’s Women Speak Out, 2005). Thus instead of going to higher levels of school and gaining knowledge, women blend in with society by fulfilling domestic duties.
In the 21st Century, the idea of arranged marriage still exists. Since the illiteracy rate of women in Africa is two-thirds of the population, people are not accustomed to literate women (The Long Road to Literacy in Africa, 2002). Women who are educated are “perceived as less pliable and harder to marry off” (Dasgupta, 1996). This is a huge discouraging factor for women who are interested in gaining education. As mentioned earlier change in developing countries take place slowly. But they take place even slower when their own society is not willing to accept this positive change. Therefore, societal norms are the ones that are causing huge obstacle in the rate of literacy amongst women in Africa. Bibliography “Africa’s Women Speak Out.” BBC News. 26 Mar 2005. 04 Feb 2009. <http://news.bbc.co.uk/1/hi/ world/africa/4376967.stm> Dasgupta, Partha “Population, Poverty, and the Local Environment.” 1996. 04 Feb 2009. <http://www.bioethics.iastate. edu/forum/partha.html> “Demonstrative Interventions.” Forum for African Women Educationalist (FAWE). 28 Jan 2009. 04 Feb 2009. <http://www.fawe.org/index.php/demonstrative-interventions.html> Doyle, Leigh. “ 04 Feb 2009. <http://www.unu.edu/unupress/ unupbooks/uu37we/uu37we0t.htm> Forum for African Women Educationalist (FAWE). 28 Jan 2009. 04 Feb 2009. <http://www.fawe.org/> “Guiding Principles.” US Doctors for America. 2008. 03 Feb 2009. <http://www.usdfa.org/index. cfm?views=aboutus> McKean, Brooke. “Oprah’s School Misses the Point.” The Daily of the University of Washington. 25 May 2007. 03 Feb 2009. < http://dailyuw.com/2007/5/25/ oprahs-school-misses-the- point/> Robinson, B.“Misinformation about sex-education in Uganda.” Ontario Consultants on Religious Tolerance. 30 Jul 2002. 04 Feb 2009. <http://www.religioustolerance. org/safer_sex_uganda.htm> “The Impact of HIV & AIDS on Africa.” AVERTing HIV and AIDS. 16 Dec 2008. 04 Feb 2009. <http://www.avert.org/ aidsimpact.htm> “The Long Road to Literacy in Africa.” United Nations Educational, Scientific and Cultural Organization (UNESCO). 28 Oct 2002. 03 Feb 2009. <http://portal.unesco.org/education/en/ev.php-URL_ID=8516&URL_DO=DO_TOPIC&URL_SECTION=201.html> “World Wide HIV & AIDS Statistics.” AVERTing HIV and AIDS. 16 Dec 2008. 04 Feb 2009. <http://www.avert.org/ worldstats.htm>
Literacy is the key to economic, social and political development and progress. Unfortunately, the western world takes basic education for granted whereas developing countries suffer the consequences for being illiterate. Basic literacy such as “safe-sex campaigns, family planning and basic hygiene messages” can make a huge difference in their lifestyle (The Long Road to Literacy in Africa, 2002). “Four out of ten Africans cannot read or write” is a fact of life (The Long Road to Literacy in Africa, 2002). This accounts for 136 million people being illiterate in one continent alone (The Long Road to Literacy in Africa, 2002). An example of extreme illiteracy that takes place today is that many people cannot read medicine boxes and as a result die from self-medication (The Long Road to Literacy in Africa, 2002). With such a large population, a growing agriculture industry and the high amounts of disease, literacy in Africa is a must. Yet many people within Africa do not want women education rates to increase as it takes away from societal norms and disrespects traditional roles.
It is worth noting that African women have always played a part in their labour force whether in the agricultural, economic or trade sector (Doyle).Women are responsible for domestic duties such as” look[ing] after the house, bring[ing] up children, and cater[ing] to their husband's needs” (Doyle). Additionally, they are supposed to be able to provide materially for their own children (Doyle). An example of this is that “school fees are paid by their mothers” (Africa’s Women Speak Out, 2005).
Seeing that women are active participants in their economy but not well-educated, allows educated individuals to take advantage of them. The major issue arises when rural farmers, usually women, sell their products at a low price to managers from the city and other parts of the world, because they do not know better (The Long Road to Literacy in Africa, 2002). Undoubtedly, the literacy rate in other parts of the world and urban areas in Africa are much higher than the rural areas. This causes for these ‘outsiders’ to come in and exploit the illiterate population by paying them less than their worth (The Long Road to Literacy in Africa, 2002). Forum for African Women Educationalists (FAWE, 2009) is a non-government organization that promotes women’s education (FAWE, 2009). In addition to handing out scholarships, encouraging the sciences, mathematics and technology-based subjects, they also teach essential skills that allow for “academic and social development” (Demonstrative Interventions, 2009). FAWE alone helps women to learn about effective communication skills and methods which is very important to facilitate business (Demonstrative Interventions, 2009). Women can now learn about finance and the different markets in the world. They can also get to learn more about the industry they are in, the market value for these products and accordingly sell their products (Demonstrative Interventions, 2009). Therefore, education causes a higher level of awareness, and in this case women can support their family in a better manner by charging an acceptable price for their products which will help improve their quality of life.
In 2007 it was estimated that close to 22.2 million people were infected with HIV in Africa, making education, specifically on health and safety a necessity (World Wide HIV & AIDS Statistics, 2008). Additionally, over 15 million people have died from this disease in the past and the death toll in 2007 alone was 1.5 million (World Wide HIV & AIDS Statistics, 2008). Until today, newly born children and adults are infected by this disease on a daily basis (World Wide HIV & AIDS Statistics, 2008). Many organizations such as Sexuality Information and Education Council of the United States (SIECUS) have educated African citizens about issues such as abstinence, celibacy, having fewer sexual partners, and using a condom or birth control pills (Robinson, 2002). These concepts are at times hard to grasp and accept, as they are new to society. Even though this does not help those already infected with the disease, it surely reinforces a brighter future for generations to come.
AIDS has caused a huge demand for healthcare specialists and professionals. Unfortunately, in Botswana, 17% of all healthcare professionals lost their lives to AIDS within a six year span (The Impact of HIV & AIDS on Africa, 2008). Ironically, Africa needing a great amount of medical assistance struggles to recruit healthcare professionals (The Impact of HIV & AIDS on Africa, 2008). The U.S. Doctors for Africa is an organization that sends healthcare professionals, supplies and equipment from the United States to Africa to help those in need (Guiding Principles, 2008). The best part about this is that healthcare workers in Africa are exposed to new equipment and learn how to use them effectively (Guiding Principles, 2008). Although this learning experience is not through or within an institution, their knowledge and practical experience is valid as they can help save many lives.
Education can also foster income, which is necessary for those who are infected by HIV as medical care is extremely expensive. The average person spends U.S. $10 on heath care per year whereas a person infected with HIV spends U.S. $30 (The Impact of HIV & AIDS on Africa, 2008). This difference, of U.S. $20, for many is the difference between life and death. Many people cut down on basic needs such as food, and electricity to pay for medical care whereas others die early after being infected as they cannot afford to pay (The Impact of HIV & AIDS on Africa, 2008). With education, jobs, however low paying they are, can still bring in income, which can help reduce the burden of worrying about medical payments. While education can help many different parts of the health sector, the most important fact is that “education can help the fight against AIDS” which in turn will save millions of lives (The Impact of HIV & AIDS on Africa, 2008).
Africa being one of the many developing countries in the world, adapts to change very slowly. One of the main reasons for this is that everyone is not very accepting of change. Brooke McKean in her article, Oprah’s School Misses the Point, conveys the fact that “[e]conometric studies have found that child labour actually provides greater returns to the child and family than education in the short run” (McKean, 2007). This perspective amongst some African communities is one of the main reasons why education is not seen as an essential part of life. Since most jobs consist mainly of physical labour in the agricultural sector, owners rather make use of their own family members (especially children due to their high stamina) to complete the tasks instead of hiring others. This directly saves costs, and does not allocate time for their children to attend school. This idea of child labour instilled in the community does not allow for children to get educated.
Additionally, the older generation still emphasizes that the “father goes to work while mother stays home and cooks, to children in primary school” (Africa’s Women Speak Out, 2005). The fact that children are attending primary school is a positive movement but when this idea of “men can and women can’t” gets embedded into their minds, women’s education lifecycle is stunted (Africa’s Women Speak Out, 2005). Thus instead of going to higher levels of school and gaining knowledge, women blend in with society by fulfilling domestic duties.
In the 21st Century, the idea of arranged marriage still exists. Since the illiteracy rate of women in Africa is two-thirds of the population, people are not accustomed to literate women (The Long Road to Literacy in Africa, 2002). Women who are educated are “perceived as less pliable and harder to marry off” (Dasgupta, 1996). This is a huge discouraging factor for women who are interested in gaining education. As mentioned earlier change in developing countries take place slowly. But they take place even slower when their own society is not willing to accept this positive change. Therefore, societal norms are the ones that are causing huge obstacle in the rate of literacy amongst women in Africa.
Bibliography
“Africa’s Women Speak Out.” BBC News. 26 Mar 2005. 04 Feb 2009. <http://news.bbc.co.uk/1/hi/ world/africa/4376967.stm>
Dasgupta, Partha “Population, Poverty, and the Local Environment.” 1996. 04 Feb 2009. <http://www.bioethics.iastate. edu/forum/partha.html>
“Demonstrative Interventions.” Forum for African Women Educationalist (FAWE). 28 Jan 2009. 04 Feb 2009. <http://www.fawe.org/index.php/demonstrative-interventions.html>
Doyle, Leigh. “ 04 Feb 2009. <http://www.unu.edu/unupress/ unupbooks/uu37we/uu37we0t.htm>
Forum for African Women Educationalist (FAWE). 28 Jan 2009. 04 Feb 2009. <http://www.fawe.org/>
“Guiding Principles.” US Doctors for America. 2008. 03 Feb 2009. <http://www.usdfa.org/index. cfm?views=aboutus>
McKean, Brooke. “Oprah’s School Misses the Point.” The Daily of the University of Washington. 25 May 2007. 03 Feb 2009. < http://dailyuw.com/2007/5/25/ oprahs-school-misses-the- point/>
Robinson, B.“Misinformation about sex-education in Uganda.” Ontario Consultants on Religious Tolerance. 30 Jul 2002. 04 Feb 2009. <http://www.religioustolerance. org/safer_sex_uganda.htm>
“The Impact of HIV & AIDS on Africa.” AVERTing HIV and AIDS. 16 Dec 2008. 04 Feb 2009. <http://www.avert.org/ aidsimpact.htm>
“The Long Road to Literacy in Africa.” United Nations Educational, Scientific and Cultural Organization (UNESCO). 28 Oct 2002. 03 Feb 2009. <http://portal.unesco.org/education/en/ev.php-URL_ID=8516&URL_DO=DO_TOPIC&URL_SECTION=201.html>
“World Wide HIV & AIDS Statistics.” AVERTing HIV and AIDS. 16 Dec 2008. 04 Feb 2009. <http://www.avert.org/ worldstats.htm>